Science Standards S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate. a. Identify different types of weather and the characteristics of each type. b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally. c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.
Writing Standards ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student will write a narrative that:
a. Begins to capture a reader’s interest by writing a personal story.
b. Begins to maintain a focus.
c. Adds details to expand a story.
d. Begins to use organizational structures ( beginning, middle, end, and sequence of events) and strategies (transition words and time cue words).
e. Begins to develop characters and setting through dialogue and descriptive adjectives. f. Begins to develop a sense of closure. g. May include oral or written pre-writing (graphic organizer). h. May include a draft that is revised and edited. i. May be published.
The student produces informational writing that: a. Begins to capture a reader’s interest. b. Stays on one topic and begins to maintain a focus. c. Adds details to expand a topic. d. Begins to use organizational structures (steps , chronological order) and strategies (description). e. Begins to use graphic features (charts, pictures, headings). f. Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather information to write about a topic. g. Begins to develop a sense of closure. h. May include oral or written prewriting (graphic organizers). i. May include a draft that is revised and edited. j. May be published.
The student produces a persuasive piece that: a. Captures a reader’s interest by stating a position/opinion. b. Begins to maintain a focus. c. Adds details to support an opinion. d. Begins to use formats appropriate to the genre (letter, list of reasons, poster). e. May have a sense of closure. f. May include oral or written prewriting (graphic organizer). g. May include a draft that is revised and edited. h. May be published.
Comprehension Standards
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text read or heard.
Standards
Science Standards
S1E1. Students will observe, measure, and communicate weather data to see patterns in weather and climate.
a. Identify different types of weather and the characteristics of each type.
b. Investigate weather by observing, measuring with simple weather instruments (thermometer, wind vane, rain gauge), and recording weather data (temperature, precipitation, sky conditions, and weather events) in a periodic journal or on a calendar seasonally.
c. Correlate weather data (temperature, precipitation, sky conditions, and weather events) to seasonal changes.
Writing Standards
ELA1W2 The student writes in a variety of genres, including narrative, informational, persuasive and response to literature. The student will write a narrative that:
a. Begins to capture a reader’s interest by writing a personal story.
b. Begins to maintain a focus.
c. Adds details to expand a story.
d. Begins to use organizational structures ( beginning, middle, end, and sequence of events) and strategies (transition words and time cue words).
e. Begins to develop characters and setting through dialogue and descriptive adjectives.
f. Begins to develop a sense of closure.
g. May include oral or written pre-writing (graphic organizer).
h. May include a draft that is revised and edited.
i. May be published.
The student produces informational writing that:
a. Begins to capture a reader’s interest.
b. Stays on one topic and begins to maintain a focus.
c. Adds details to expand a topic.
d. Begins to use organizational structures (steps , chronological order) and strategies (description).
e. Begins to use graphic features (charts, pictures, headings).
f. Begins to use a variety of resources (picture dictionaries, Internet, books) and strategies to gather information to write about a topic.
g. Begins to develop a sense of closure.
h. May include oral or written prewriting (graphic organizers).
i. May include a draft that is revised and edited.
j. May be published.
The student produces a persuasive piece that:
a. Captures a reader’s interest by stating a position/opinion.
b. Begins to maintain a focus.
c. Adds details to support an opinion.
d. Begins to use formats appropriate to the genre (letter, list of reasons, poster).
e. May have a sense of closure.
f. May include oral or written prewriting (graphic organizer).
g. May include a draft that is revised and edited.
h. May be published.
Comprehension Standards
ELA1R6 The student uses a variety of strategies to understand and gain meaning from grade-level text. The student
a. Reads and listens to a variety of texts for information and pleasure.
b. Makes predictions using prior knowledge.
e. Distinguishes fact from fiction in a text.
f. Makes connections between texts and/or personal experiences.
g. Identifies the main idea and supporting details of informational text read or heard.